Education Unit
The Practicum Experience Session Two
Knowledgeable
Caring
Ethical
Skillful
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The Goals of This Session
• Review the sequence and components of the
Candidate Assessment of Performance (CAP)
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Targeted Feedback
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• A key purpose of CAP is to provide teacher candidates with
targeted feedback to inform their growth and ensure that
candidates meet a threshold of performance expectations.
Targeted, detailed feedback requires fine-grained
descriptions of educator practice. The detailed descriptors
of each element allow teacher candidates and assessors to
prioritize specific areas for evidence-gathering, feedback,
and assessment.
• In order to provide targeted feedback, we will be using the
ESE observation protocol which can be found in Appendix G
in your Practicum Handbook.
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Alignment with the Massachusetts
Educator Evaluation Framework
Aspects of the MA Educator Evaluation Framework that are evident in CAP
include:
• A 5-step cycle that includes self-assessment, goal setting, plan
implementation, formative assessment and a summative evaluation.
• Indicators, elements, and performance descriptions aligned to the PSTs.
• Assessing performance using multiple measures, including:
o Announced and unannounced observations
o Evidence of growth in student learning
o Feedback from students
o Candidate Artifacts
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The CAP Rubric, page 28-35
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The CAP Rubric uses the exact language of performance descriptors outlined in
the MA Model Teacher Rubric. The major difference between the two rubrics is
that the CAP Rubric unpacks the performance descriptors and sets varying
thresholds for performance within an element. Candidate performance in an
element is assessed across three dimensions: quality, scope, and consistency
Quality: ability to perform the skill, action or behavior as described in the
proficient performance descriptor
Consistency: the frequency (e.g., all the time, sometimes, once) that the
skill, action or behavior is demonstrated with quality
Scope: the scale of impact (e.g., one student, subset of children, all students)
to which the skill, action or behavior is demonstrated with quality
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CAP Rubric Graphic, page 29
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Performance
Levels
Essential
Element
Performance
Descriptors
Dimensions of
Readiness
Readiness
Thresholds
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Readiness Thresholds
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ESE expects candidates to be ready to make a positive impact on day one, which
does not necessarily equate to full proficiency. ESE has established minimum
thresholds in each dimension of readiness. These are highlighted and noted with
an asterisk in the rubric.
Throughout the Rubric, ESE has established consistent thresholds for all
elements:
Quality  Proficient
Consistency  Needs Improvement
Scope  Needs Improvement
*Candidates are expected to demonstrate proficiency for all elements in the
dimension of Quality.
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CAP Process/5 Step Cycle
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CAP Process Step-by-Step
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Pre-Cycle

Announced Obs. #1 Pre-Conference: Teacher candidate and the Program Supervisor
meet in Pre-Conference for Announced Observation #1. Model Observation Protocol:
Pre-Conference Planning Form (Appendix G. page 62)

Announced Obs. #1: The Program Supervisor and the Supervising Practitioner conduct
the first observation. Observation Forms (Appendix F, page 48)

Establish Student Impact Rating Scale: The Supervising Practitioner, with support from
the Program Supervisor as needed, determines which assessment(s) will be used for
measuring teacher candidate impact on student learning. Measuring Candidate Impact
on Student Learning (Appendix H, page 67)

Announced Obs. # 1 Calibration: The Program Supervisor and the Supervising
Practitioner discuss the evidence collected during the observation and calibrate on the
feedback to be provided to the teacher candidate; including initial ratings on the CAP
Rubric. Observation Forms (Appendix F, page 48); Model Observation Protocol: After
the Observation (Appendix G, page 57)
WHAT
WHEN
Within the first three weeks of the beginning of the practicum
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CAP Process/5 Step Cycle
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Step 1: Self-Assessment

Complete Self-Assessment: The teacher candidate completes a Self-Assessment.
Candidates should be completing the Self-Assessment based on prior experiences in
pre-practicum and coursework to assess current skill set. Candidate Self-Assessment
Form and Summary Form (Appendix E. page 39).

Draft Preliminary Goals: The teacher candidate uses information from the SelfAssessment to draft a preliminary professional practice goal. Preliminary Goal-Setting
& Plan Development Form (Appendix E, page 43)
WHAT

Share Self-Assessment & Preliminary Goals: The teacher candidate shares the SelfAssessment form and the draft goals with the Supervising Practitioner and the Program
Supervisor prior to the first Three-Way Meeting.
WHEN
Within the first three weeks of the beginning of the practicum. After Announced Observation
#1 and before the post-conference and first Three-Way Meeting
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CAP Process/5 Step Cycle
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Step 2: Goal Setting and Plan Development

WHAT
First Three-Way Meeting: During the first Three-Way Meeting the Program
Supervisor and the Supervising Practitioner:

Conduct a post-conference for Announced Observation #1. Observation
Forms (Appendix F, page 48), Model Observation Protocol: Post-Conference
Planning Form (Appendix G, page 64))

Share baseline ratings of the Six Essential Elements of CAP (Use data from
Observation Announced #1 Form and Candidate Self Assessment Form)

Work with the candidate to finalize the goals and outline a plan for
implementing those goals. Finalized Goal(s) & Implementation Plan Form
(Appendix E, page 44)
CAP Guidelines, Form and Rubric Section 1 & 3 (Appendix D, page 28), and Three-Way
Meeting Checklist (Appendix C, page 23)
WHEN
Within 2-5 days after Announced Observation #1
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CAP Process/5 Step Cycle
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Step 3: Plan Implementation

Unannounced Obs. #1: The Supervising Practitioner will conduct Unannounced Observation #1.
Observation Forms (Appendix F, page 49)

Unannounced Obs. #1 Post-Conference: The Supervising Practitioner and the teacher candidate will meet
for a post-conference after Unannounced Observation #1. Observation Forms (Appendix F). Model
Observation Protocol: Post-Conference Planning Form (Appendix G, page 64)

Collect Student Feedback: The teacher candidate administers student feedback surveys, using the Model
Student Feedback Surveys (Appendix I, page 68)

Announced Obs. #2: Pre-Conference: The teacher candidate and the Program Supervisor hold a PreConference for Announced Observation #2. Model Observation Protocol: Pre-Conference Planning Form
(Appendix G, page 62)

Announced Obs. #2: The Program Supervisor will conduct the second Announced Observation #2.
Observation Forms (Appendix F, page 50)

Announced Obs. # 2 Calibration: The Program Supervisor and the Supervising Practitioner discuss the
evidence collected during the observation and calibrate on the feedback to be provided to the teacher
candidate; including initial ratings on the CAP Rubric. Observation Forms (Appendix F); Model Observation
Protocol: After the Observation (Appendix G, page 57)

Announced Obs. #2 Post-Conference: Conduct a post-conference for Announced Observation #2.
Observation Forms (Appendix F), Model Observation Protocol: Post-Conference Planning Form (Appendix
G, page 64)
WHAT
WHEN
Unannounced Observation #1: About one-third of the way through the practicum. At least one week after the
1st Three-Way meeting
• More Observations
as Needed
Administer Student Feedback
& Announced Observation #2: Half-way through practicum
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CAP Process/5 Step Cycle
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Step 4: Formative Assessment
WHAT
WHEN

Formative Assessment Calibration: The Program Supervisor and the Supervising Practitioner
should discuss the evidence collected thus far (including observations and results from
student feedback) and calibrate on the feedback to be provided to the teacher candidate;
including formative ratings on the CAP Rubric. CAP Guidelines Form and Rubric (Appendix D,
page 29-34)

2nd Three-Way Meeting: During the second Three-Way Meeting the Program Supervisor
and the Supervising Practitioner:

Share formative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and
Rubric (Appendix D, page 29-34)

Revisit candidate goal(s) and plan; adjust accordingly (including potentially modifying
the goal, increasing supports, adding additional observations, etc.). Finalized Goal(s) &
Implementation Plan Form (Appendix E, page 44)

CAP Guidelines, Form and Rubric Section 2 & 3 (Appendix D, page 29-35), Three-Way
Meeting Checklist (Appendix C, page 23)
Half-way through practicum. After Announced Observation #2
• More Observations as Needed
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CAP Process/5 Step Cycle
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Step 5: Summative Assessment

Unannounced Obs. #2: The Supervising Practitioner will conduct Unannounced Observation #2.
Observation Forms (Appendix F, page 51)

Unannounced Obs. #2 Post-Conference: The Supervising Practitioner and the teacher candidate will meet
for a post-conference after Unannounced Observation #2. Program Supervisor is optional for postconference and observation. Observation Forms (Appendix F, page 51). Model Observation Protocol:
Post-Conference Planning Form (Appendix G, page 64)

Summative Assessment Calibration: The Program Supervisor and the Supervising Practitioner should
discuss the entire body of evidence collected (including observations, results from student feedback,
candidate artifacts and measures of student impact) and calibrate on the assessment to be provided to
the teacher candidate; including summative ratings on the CAP Rubric. CAP Guidelines, Form and Rubric
(Appendix D, page 29-35)

Final Three-Way Meeting: During the final Three-Way Meeting the Program Supervisor and the
Supervising Practitioner:
WHAT

WHEN

Share summative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and Rubric
(Appendix D , page 29-35)

Complete CAP Form with the candidate. CAP Guidelines, Form and Rubric (Appendix D, page 35)
Three-Way Meeting Checklist (Appendix C)
Unannounced Observation #2: About two-thirds of the way through the practicum. At least one-week after the
2nd Three-Way Meeting
Final Three-Way Meeting: Within the final two weeks of the practicum
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CAP Process/5 Step Cycle
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Post-Cycle

WHAT
WHEN
Develop Professional Practice Goal for Entry into the Profession: The teacher candidate
will establish a preliminary professional practice goal based on the results of the
summative assessment, which can be used to support the transition into his/her first
year of employment. Candidate Professional Practice Goals and Implementation Plan
for Entry into the Profession Form (Appendix E, page 45)& MA Model Teacher Rubric
After the Summative Assessment
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Categories and Documentation of Evidence
The assessment of candidate readiness through CAP is made using multiple measures:
Observations, Measure(s) of Student Learning, Student Feedback, and Candidate
Artifacts. The candidate organizes the CAP in an evidence binder as follows:
Table of Contents
Tab 1 Documentation of Practicum Hours Form
Tab 2 CAP (completed Candidate Assessment of Performance)
Tab 3 Candidate Dispositions Assessments
Tab 4 Lesson Plan Rubrics - all
Tab 5 Observation Forms, each one followed by the Candidate Reflection Form
Tab 6 Goal Setting and Plan Development Forms (Self-Assessment, Preliminary, Finalized
Professional Practice Goal(s) and Implementation Plan, Professional Practice Goal(s) and
Implementation Plan for Entry into the Profession)
Tab 7 Student Feedback Survey Results
Tab 8 Measures of Student Learning
Tab 9+ Additional Candidate evidence/artifacts tabs can include:
Unit and/or lesson plans
Instructional materials
Examples of student work
Reflection logs
Teacher Work Sample
Family and Community Engagement
Professional Activities
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Suggested Schedules for Practicum Experiences and Three-Way
Meeting Checklist – See Appendices A,B, and C in Practicum
Handbook
*Supervision requires ongoing support and involvement that prepares the
candidate to culminate the student teaching experience with a minimum of one
full week of take over for a 7-8 week station or a minimum of two full weeks of
take over for a 14-16 week station.
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Supervision Documents and Forms
Supervising Practitioner
Program Supervisor
Candidate
Practicum Handbook
Practicum Handbook
Practicum Handbook
CAP Forms as appropriate
CAP Forms as appropriate
CAP Forms as appropriate
Lesson Plan Rubric
Lesson Plan Rubric
Documentation of Practicum
Hours
Candidate Disposition
Candidate Disposition
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Evaluation and Grade
•Ratings provided in CAP are the calibrated and summative judgments of
both a Supervising Practitioner and a Program Supervisor.
•The final grade for practicum is determined by the Program Supervisor in
collaboration with the Supervising Practitioner.
•Practicum grade(s) are based on the overall growth and performance
outcomes of the candidate.
•Please note that ratings earned on practicum assessment forms are not
equitable to Fitchburg State University’s
•grading system.
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Education Unit
Resources for assistance and support
Resources
Education Unit Website
Practicum/Licensure >Forms Library
www.fitchburgstate.edu/edunit
ESE Professional Standards for Teachers
http://www.doe.mass.edu/edprep/advisories/Teach
ersGuidelines.docx
Support
•
•
•
Supervising Practitioner
Program Supervisor
Chair of your Program
•
Jason Miles, Field Placement and Partnership
Coordinator at [email protected]
•
Ann Hogan, Director of Accountability and
Licensure at [email protected]
•
Annette Sullivan, Dean of Education at
[email protected]
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Questions and Comments
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